International Service Learning: Engaging host communities
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Notice bibliographique
Résumé
International Service Learning: Engaging host communities by Marianne A. Larsen New York, New York: Routledge, 2016, 287 pages ISBN: 978-1-138-84131-4 (hardcover) Service learning is a growing field of study and practice in a number of Canadian universities. It involves concept of combining travel with some sort of community project, usually in a majority world nation. The use of terms minority world for Western and majority world for those that are usually called developing nations by Western is one of strongest points made in text to address how language and theory foster and maintain positions of privilege. Service learning has traditionally aimed to minority world youth's skills and empathy as they a community improve. However, as a number of edited chapters in Larsen's book illustrate, learning is problematic. We can connect its desire for service in interests of helping those poor others with colonial legacies of Europeans going to other to help develop them. Many of chapter authors describe a number of shortcomings with learning projects including building community infrastructures, such as libraries, that local communities do not want or cannot use, taking jobs away from locals, exposing locals to privileged white kids whose attitudes and actions can damage locals' self esteem, and increasing community dependence and beliefs that West is right model of development for other to follow. Larsen et al. (2016) demonstrate awareness of these shortcomings and thus aim to write book from perspectives of those who are recipients of projects. Most of chapters present research carried out with local community people in majority nations such as Ghana, Uganda, Jamaica, or Nicaragua, or they describe perspectives of bridging agencies who help to facilitate projects. The concerns raised in this book's chapters can be summed up by chapter author Jessica Arends' comment that, the data reveals that international learning interactions occur at a complex nexus of expectations regarding race, gender and privilege, leading to feelings of exploitation, entitlement and stereotyping (p. 109-110). This book should be required reading for any university administrator, counselor, or individual who engages in learning. It turns much needed attention on how receivers of learning projects perceive them. Even though some of interviewees may give overly positive answers due to their fear of losing program benefits and money, it is clear that there are number of significant issues with these projects. …
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Prédiction distillée sur la base complète
Imitation des enseignantsNi prévalence calibrée, ni vérité terrain. Validation humaine à venir. Apprise à partir de 10 348 étiquettes directes de Codex et de 10 348 étiquettes directes de Gemma. Le mode candidate est l'union des têtes enseignantes seuillées; le consensus est leur intersection. Ces sorties portent le statut machine_predicted_unvalidated et ne sont ni des étiquettes humaines ni des étiquettes directes de modèles de pointe.
Scores Codex et Gemma par catégorie
| Catégorie | Codex | Gemma |
|---|---|---|
| Métarecherche | 0,002 | 0,001 |
| Méta-épidémiologie (sens strict) | 0,000 | 0,000 |
| Méta-épidémiologie (sens large) | 0,000 | 0,000 |
| Bibliométrie | 0,001 | 0,000 |
| Études des sciences et des technologies | 0,001 | 0,000 |
| Communication savante | 0,000 | 0,000 |
| Science ouverte | 0,001 | 0,000 |
| Intégrité de la recherche | 0,000 | 0,000 |
| Charge utile insuffisante (le modèle a refusé de juger) | 0,001 | 0,000 |
Scores machine (provisoires)
Les deux têtes enseignantes du modèle étudiant, lues sur ce travail. Un score ordonne la base pour la relecture; il n'affirme jamais une catégorie, et le statut de validation accompagne chaque rangée tel quel.
Scores de référence d'un modèle non mature (critères de maturité non atteints, 7 itérations). Un score ordonne; il n'affirme jamais une catégorie.
score_only:v0-immature-baseline · tel quel depuis la passe de notation : score_only signifie que le nombre peut ordonner les travaux, et qu'aucune étiquette de catégorie n'en découle